Abstract
As many concepts in programming are difficult for novices to learn, it can be frustrating for them to stay motivated. For this purpose, alternative approaches like game-based learning can help increase their motivation. sCool is a serious game that supports learning computational skills through conceptual aspects and practicing programming, but is also used in revision activities as it provides an engaging way for students to review their understanding of programming. In a revised version of sCool, we focus on obtaining an improved human-computer interface (HCI) by adapting several interface aspects. Thus, our research goal is to determine the effects of the improved interface on novice student programmers’ revision of learning programming, but also how experienced student programmers perceive the interface. In a preliminary study on the revised version of sCool, 11 novice and 9 experienced student programmers played the game and completed a survey providing data to answer the defined research questions. We are able to show that the improved interface has a positive impact on novices’ revision of learning programming as well as on the game-play of sCool.
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Acknowledgment
We would like to gratefully acknowledge the support of Graz University of Technology for funding and RMIT University’s School of Business IT and Logistics for hosting Martin Sackl. We would also like to thank participants for volunteering in our research project.
The research with students from the Australian university was conducted with ethics approval from the RMIT Business College Human Ethics Advisory Network under register number 22675.
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Sackl, M., Steinmaurer, A., Cheong, C., Cheong, F., Filippou, J., Gütl, C. (2021). sCool: Impact on Human-Computer Interface Improvements on Learner Experience in a Game-Based Learning Platform. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1328. Springer, Cham. https://doi.org/10.1007/978-3-030-68198-2_41
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